Improving university students’ web savvy: An intervention study
Background Young people increasingly turn to the Internet for information about social and political issues. However, they struggle to evaluate the trustworthiness of the information they encounter online. Aims This pilot study investigated whether a focused curricular intervention could improve uni...
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| Veröffentlicht in: | British journal of educational psychology 2019-09, Vol.89 (3), p.485-500 |
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| container_title | British journal of educational psychology |
| container_volume | 89 |
| creator | McGrew, Sarah Smith, Mark Breakstone, Joel Ortega, Teresa Wineburg, Sam |
| description | Background
Young people increasingly turn to the Internet for information about social and political issues. However, they struggle to evaluate the trustworthiness of the information they encounter online.
Aims
This pilot study investigated whether a focused curricular intervention could improve university students’ ability to make sound judgements of credibility.
Sample
Participants (n = 67) were students in four sections of a ‘critical thinking and writing’ course at a university on the West Coast of the United States. Course sections were randomly assigned to treatment (n = 29) and control conditions (n = 38).
Methods
We conducted a pre‐and‐posttest, treatment/control experiment using a 2 × 2 × 2 design (treatment condition × order × time) with repeated measures on the last factor. Students in the treatment group received two 75‐min lessons on evaluating the credibility of online content. An assessment of online reasoning was administered to students 6 weeks prior to the intervention and again 5 weeks after.
Results
Students in the treatment group were significantly more likely than students in the control group to have shown gains from pretest to posttest.
Conclusions
Results suggest that teaching students a small number of flexible heuristics that can be applied across digital contexts can improve their evaluation of online sources. |
| doi_str_mv | 10.1111/bjep.12279 |
| format | Article |
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Young people increasingly turn to the Internet for information about social and political issues. However, they struggle to evaluate the trustworthiness of the information they encounter online.
Aims
This pilot study investigated whether a focused curricular intervention could improve university students’ ability to make sound judgements of credibility.
Sample
Participants (n = 67) were students in four sections of a ‘critical thinking and writing’ course at a university on the West Coast of the United States. Course sections were randomly assigned to treatment (n = 29) and control conditions (n = 38).
Methods
We conducted a pre‐and‐posttest, treatment/control experiment using a 2 × 2 × 2 design (treatment condition × order × time) with repeated measures on the last factor. Students in the treatment group received two 75‐min lessons on evaluating the credibility of online content. An assessment of online reasoning was administered to students 6 weeks prior to the intervention and again 5 weeks after.
Results
Students in the treatment group were significantly more likely than students in the control group to have shown gains from pretest to posttest.
Conclusions
Results suggest that teaching students a small number of flexible heuristics that can be applied across digital contexts can improve their evaluation of online sources.</description><identifier>ISSN: 0007-0998</identifier><identifier>EISSN: 2044-8279</identifier><identifier>DOI: 10.1111/bjep.12279</identifier><identifier>PMID: 30993684</identifier><language>eng</language><publisher>England: Wiley-Blackwell</publisher><subject>Academic Performance ; Adolescent ; Adult ; Citizenship education ; civic education ; College Curriculum ; College Students ; Colleges & universities ; Control Groups ; Credibility ; Critical thinking ; Digital literacy ; Educational psychology ; Evaluative Thinking ; Female ; Heuristic ; Heuristics ; Humans ; Information Sources ; Internet ; Intervention ; Male ; Media Literacy ; performance assessment ; Pilot Projects ; Political Issues ; Pretests Posttests ; Student Improvement ; Students ; Teaching ; Thinking ; Thinking Skills ; Universities ; University students ; Writing Instruction ; Young Adult ; Young Adults ; Youth</subject><ispartof>British journal of educational psychology, 2019-09, Vol.89 (3), p.485-500</ispartof><rights>2019 The British Psychological Society</rights><rights>2019 The British Psychological Society.</rights><rights>Copyright © 2019 The British Psychological Society</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3799-61fe8662441583739bf9e2655b021ba99a3919639bee137dd41fbbb1859077363</citedby><cites>FETCH-LOGICAL-c3799-61fe8662441583739bf9e2655b021ba99a3919639bee137dd41fbbb1859077363</cites><orcidid>0000-0003-0486-6904 ; 0000-0003-0468-6399 ; 0000-0002-1048-7786 ; 0000-0002-8925-1468 ; 0000-0002-4838-1522</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fbjep.12279$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fbjep.12279$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,30976,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1225691$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/30993684$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>McGrew, Sarah</creatorcontrib><creatorcontrib>Smith, Mark</creatorcontrib><creatorcontrib>Breakstone, Joel</creatorcontrib><creatorcontrib>Ortega, Teresa</creatorcontrib><creatorcontrib>Wineburg, Sam</creatorcontrib><title>Improving university students’ web savvy: An intervention study</title><title>British journal of educational psychology</title><addtitle>Br J Educ Psychol</addtitle><description>Background
Young people increasingly turn to the Internet for information about social and political issues. However, they struggle to evaluate the trustworthiness of the information they encounter online.
Aims
This pilot study investigated whether a focused curricular intervention could improve university students’ ability to make sound judgements of credibility.
Sample
Participants (n = 67) were students in four sections of a ‘critical thinking and writing’ course at a university on the West Coast of the United States. Course sections were randomly assigned to treatment (n = 29) and control conditions (n = 38).
Methods
We conducted a pre‐and‐posttest, treatment/control experiment using a 2 × 2 × 2 design (treatment condition × order × time) with repeated measures on the last factor. Students in the treatment group received two 75‐min lessons on evaluating the credibility of online content. An assessment of online reasoning was administered to students 6 weeks prior to the intervention and again 5 weeks after.
Results
Students in the treatment group were significantly more likely than students in the control group to have shown gains from pretest to posttest.
Conclusions
Results suggest that teaching students a small number of flexible heuristics that can be applied across digital contexts can improve their evaluation of online sources.</description><subject>Academic Performance</subject><subject>Adolescent</subject><subject>Adult</subject><subject>Citizenship education</subject><subject>civic education</subject><subject>College Curriculum</subject><subject>College Students</subject><subject>Colleges & universities</subject><subject>Control Groups</subject><subject>Credibility</subject><subject>Critical thinking</subject><subject>Digital literacy</subject><subject>Educational psychology</subject><subject>Evaluative Thinking</subject><subject>Female</subject><subject>Heuristic</subject><subject>Heuristics</subject><subject>Humans</subject><subject>Information Sources</subject><subject>Internet</subject><subject>Intervention</subject><subject>Male</subject><subject>Media Literacy</subject><subject>performance assessment</subject><subject>Pilot Projects</subject><subject>Political Issues</subject><subject>Pretests Posttests</subject><subject>Student Improvement</subject><subject>Students</subject><subject>Teaching</subject><subject>Thinking</subject><subject>Thinking Skills</subject><subject>Universities</subject><subject>University students</subject><subject>Writing Instruction</subject><subject>Young Adult</subject><subject>Young Adults</subject><subject>Youth</subject><issn>0007-0998</issn><issn>2044-8279</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kLtOwzAUhi0EgnJZ2EGRWBBSwLfYMVupyk2VYIA5ipMT5CpNip2kysZr8Ho8CaYBBgbO4uPzf-eiH6FDgs-Jjws9h-U5oVSqDTSimPMw9vkmGmGMZYiVinfQrnNz_40k49toh_kiEzEfofHdYmnrzlQvQVuZDqwzTR-4ps2hatzH23uwAh24tOv6y2BcBaZqwHZeM3W1xvp9tFWkpYOD73cPPV9Pnya34ezh5m4ynoUZk0qFghQQC0E5J1HMJFO6UEBFFGlMiU6VSpkiSvg6AGEyzzkptNYkjhSWkgm2h06Huf7e1xZckyyMy6As0wrq1iWUEqwElpHy6MkfdF63tvLXeUpKKTim3FNnA5XZ2jkLRbK0ZpHaPiE4-TI2-TI2WRvr4ePvka1eQP6L_jjpgaMBAGuyX3l679sjoYjXyaCvTAn9P6uSq_vp47D0E_Iwi5I</recordid><startdate>201909</startdate><enddate>201909</enddate><creator>McGrew, Sarah</creator><creator>Smith, Mark</creator><creator>Breakstone, Joel</creator><creator>Ortega, Teresa</creator><creator>Wineburg, Sam</creator><general>Wiley-Blackwell</general><general>British Psychological Society</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>K9.</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0003-0486-6904</orcidid><orcidid>https://orcid.org/0000-0003-0468-6399</orcidid><orcidid>https://orcid.org/0000-0002-1048-7786</orcidid><orcidid>https://orcid.org/0000-0002-8925-1468</orcidid><orcidid>https://orcid.org/0000-0002-4838-1522</orcidid></search><sort><creationdate>201909</creationdate><title>Improving university students’ web savvy: An intervention study</title><author>McGrew, Sarah ; Smith, Mark ; Breakstone, Joel ; Ortega, Teresa ; Wineburg, Sam</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3799-61fe8662441583739bf9e2655b021ba99a3919639bee137dd41fbbb1859077363</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Academic Performance</topic><topic>Adolescent</topic><topic>Adult</topic><topic>Citizenship education</topic><topic>civic education</topic><topic>College Curriculum</topic><topic>College Students</topic><topic>Colleges & universities</topic><topic>Control Groups</topic><topic>Credibility</topic><topic>Critical thinking</topic><topic>Digital literacy</topic><topic>Educational psychology</topic><topic>Evaluative Thinking</topic><topic>Female</topic><topic>Heuristic</topic><topic>Heuristics</topic><topic>Humans</topic><topic>Information Sources</topic><topic>Internet</topic><topic>Intervention</topic><topic>Male</topic><topic>Media Literacy</topic><topic>performance assessment</topic><topic>Pilot Projects</topic><topic>Political Issues</topic><topic>Pretests Posttests</topic><topic>Student Improvement</topic><topic>Students</topic><topic>Teaching</topic><topic>Thinking</topic><topic>Thinking Skills</topic><topic>Universities</topic><topic>University students</topic><topic>Writing Instruction</topic><topic>Young Adult</topic><topic>Young Adults</topic><topic>Youth</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>McGrew, Sarah</creatorcontrib><creatorcontrib>Smith, Mark</creatorcontrib><creatorcontrib>Breakstone, Joel</creatorcontrib><creatorcontrib>Ortega, Teresa</creatorcontrib><creatorcontrib>Wineburg, Sam</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>British journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>McGrew, Sarah</au><au>Smith, Mark</au><au>Breakstone, Joel</au><au>Ortega, Teresa</au><au>Wineburg, Sam</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1225691</ericid><atitle>Improving university students’ web savvy: An intervention study</atitle><jtitle>British journal of educational psychology</jtitle><addtitle>Br J Educ Psychol</addtitle><date>2019-09</date><risdate>2019</risdate><volume>89</volume><issue>3</issue><spage>485</spage><epage>500</epage><pages>485-500</pages><issn>0007-0998</issn><eissn>2044-8279</eissn><abstract>Background
Young people increasingly turn to the Internet for information about social and political issues. However, they struggle to evaluate the trustworthiness of the information they encounter online.
Aims
This pilot study investigated whether a focused curricular intervention could improve university students’ ability to make sound judgements of credibility.
Sample
Participants (n = 67) were students in four sections of a ‘critical thinking and writing’ course at a university on the West Coast of the United States. Course sections were randomly assigned to treatment (n = 29) and control conditions (n = 38).
Methods
We conducted a pre‐and‐posttest, treatment/control experiment using a 2 × 2 × 2 design (treatment condition × order × time) with repeated measures on the last factor. Students in the treatment group received two 75‐min lessons on evaluating the credibility of online content. An assessment of online reasoning was administered to students 6 weeks prior to the intervention and again 5 weeks after.
Results
Students in the treatment group were significantly more likely than students in the control group to have shown gains from pretest to posttest.
Conclusions
Results suggest that teaching students a small number of flexible heuristics that can be applied across digital contexts can improve their evaluation of online sources.</abstract><cop>England</cop><pub>Wiley-Blackwell</pub><pmid>30993684</pmid><doi>10.1111/bjep.12279</doi><tpages>16</tpages><orcidid>https://orcid.org/0000-0003-0486-6904</orcidid><orcidid>https://orcid.org/0000-0003-0468-6399</orcidid><orcidid>https://orcid.org/0000-0002-1048-7786</orcidid><orcidid>https://orcid.org/0000-0002-8925-1468</orcidid><orcidid>https://orcid.org/0000-0002-4838-1522</orcidid></addata></record> |
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| ispartof | British journal of educational psychology, 2019-09, Vol.89 (3), p.485-500 |
| issn | 0007-0998 2044-8279 |
| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; Education Source; Wiley Online Library Journals Frontfile Complete |
| subjects | Academic Performance Adolescent Adult Citizenship education civic education College Curriculum College Students Colleges & universities Control Groups Credibility Critical thinking Digital literacy Educational psychology Evaluative Thinking Female Heuristic Heuristics Humans Information Sources Internet Intervention Male Media Literacy performance assessment Pilot Projects Political Issues Pretests Posttests Student Improvement Students Teaching Thinking Thinking Skills Universities University students Writing Instruction Young Adult Young Adults Youth |
| title | Improving university students’ web savvy: An intervention study |
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